Beyond discovery: a case study of teacher interaction, young children and computer tasks
The integration of computer technologies into everyday classroom life continues to provide pedagogical challenges for school systems, teachers and administrators. Data from an exploratory case study of one teacher and a multiage class of children in the first years of schooling in Australia show that when young children are using computers for set tasks in small groups, they require ongoing support from teachers, and to engage in peer interactions that are meaningful and productive. Classroom organization and the nature of teacher-child talk are key factors in engaging children in set tasks and producing desirable learning and teaching outcomes.
Keywords: classroom organisation; computers; critical moments; teacher-child interaction
Document Type: Research Article
Affiliations: Queensland University of Technology, School of Early Childhood, Brisbane, Australia
Publication date: 01 March 2010
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